学前儿童屏幕暴露与社交技能发展

Screen Exposure of Preschool Children and the Development of Social Skills

摘要: 在数字化背景下，学前儿童屏幕暴露对其社交技能发展存在双向影响。过度暴露会挤占社交时间、削弱语言能力和认知功能，阻碍社交发展，甚至导致孤立；合理使用则能拓展社交机会、促进语言与亲子互动。本文提出“时间–内容–情境”三位一体治理框架：通过“短时段使用 + 充分社交”的交替模式进行时间管理；以教育性、互动性和适宜性为核心标准进行内容筛选，并构建“技术–家庭–社会”协同机制；通过设立无屏幕社交区和复合型场景设计优化环境，促进数字经验向现实技能的迁移。三者协同形成整合效应，为儿童社交发展提供系统性支持。

Abstract: In the context of digitalization, screen exposure has a two-way effect on preschool children’s social skills development. Overexposure can crowd out social time, impair language and cognitive function, hinder social development, and even lead to isolation. Fair use can expand social opportunities and promote language and parent-child interaction. This paper proposes a “time-content-context” three-in-one governance framework: time management is carried out through the alternating mode of “short period of time and full socialization”; The content was screened based on education, interactivity and suitability as the core criteria, and a “technology-family-society” synergy mechanism was constructed. Facilitate the transfer of digital experience to real-world skills by setting up screen-free social areas and designing environments with complex scene designs. The synergy of the three forms an integrated effect and provides systematic support for children’s social development.